This study is a systematic, objective investigation of educator empowerment, where the researcher explores the perspective of ABET educators. This study is presented against the backdrop of striking a balance between the conventional curriculum and Curriculum 2005 (OBE) because they exhibit a variety of challenges, anomalies and imbalances which led to the Revised National Curriculum Statements which will be implemented in 2006. It is informed by the fact that educators, if empowered, form an integral and central feature of changes in educational centres, especially in teaching adult learners to be able to assist their school-leaving children so as to improve provincial matric results, for example. The researcher focused on educators of ABET in Limpopo Province as the unit of analysis in this study. Interactive, cooperative, peer teaching, dialogic meditation, group and team teaching, constructivism and human resource development, reflective and multi-level approaches, are discussed with a particular focus on educator empowerment, including in-service training programmes. The researcher regards ”church settings” (her term) as inappropriate for effective teaching as they reduce educators to preachers and learners to congregants. This occurred as a result of the failure to recognise the importance of educator-learner, learner-learner and educator-educator interaction in the past curriculum. The study argues that the approaches mentioned are appropriate for this study. Educator empowerment is a lived-in and continuous process, monitoring and evaluating of in-service training to ensure quality. It was therefore necessary to develop a research design that would make it possible to enable educators to implement the new curriculum. Qualitative research is based on an in-depth inquiry which captures an educator's personal perspectives and experiences. Focus groups and in-depth interviews, which exemplify qualitative methods, were seen to be the best research tools in gathering the data for this study. The respondents, were UNISA ABET certificate students, and also professional educators at formal schools. They showed zeal in improving the educational situation. Their responses led to the model which has been developed in the thesis, culminating in uplifting the teaching profession and handling its multi-level led dynamic in an interactive and cooperative manner and reflecting in their experiences so that purposes of the National Qualifications Framework can be attained. / Educational Studies / D.Ed. (Didactics)

A teaching portfolio allows lecturers to track their own growth and development in teaching and learning, as it helps to document their career’s journey. This study gained insight into this experience from the lecturers’ perspectives. The research paradigm was qualitative and the study used a sample of lecturers from an independent tertiary institution in Johannesburg. Personal interviews provided rich data and themes were developed from the data to answer the research questions concerning the value of doing a teaching portfolio. Lecturers’ perceptions provided clear evidence of the value of doing a teaching portfolio, because it developed their personal competence, knowledge, skills and higher-order thinking. However, the findings showed that the success of a teaching portfolio remained dependent on individual motivation and how the process was implemented. Any challenges experienced tended to negatively affect motivation, thereby decreasing the perceived value of a teaching portfolio. This study recommended that a teaching portfolio might offer a solution to some of the current education issues within the South Africa context, especially with regard to the lack of content knowledge and the disempowerment of teachers. / ʼn Onderrigportefeulje maak dit vir dosente moontlik om hul eie groei en ontwikkeling ten opsigte van onderrig en leer te monitor, omdat dit hulle help om hul loopbaan te dokumenteer. Hierdie studie gee insig in hierdie ervaring vanuit dosente se oogpunt. Die navorsingsparadigma was kwalitatief en die studie het ʼn steekproef van dosente van ʼn onafhanklike tersiêre instelling in Johannesburg behels. Persoonlike onderhoude het ryk data opgelewer en temas is op grond van die data ontwikkel om die navorsingsvrae oor die waarde van ʼn onderrigportefeulje te beantwoord. Dosente se persepsies was ʼn duidelike bewys van die waarde van ʼn onderrigportefeulje, omdat dit hul persoonlike bevoegdheid, kennis, vaardighede en hoërorde-denke ontwikkel. Die bevindinge het egter getoon dat die sukses van ʼn onderrigportefeulje steeds onderhewig is aan individuele motivering en hoe die proses geïmplementeer is. Enige uitdagings was geneig om ʼn negatiewe invloed op motivering te hê en sodoende die vermeende waarde van ʼn onderrigportefeulje te verlaag. Hierdie studie beveel aan dat ʼn onderrigportefeulje ʼn oplossing kan bied vir sommige van die opvoedingskwessies in die Suid-Afrikaanse konteks, veral met betrekking tot die gebrek aan inhoudkennis en die ontneming van onderwysers se mag. / Photefolio ya go ruta e kgontša bafahloši go latišiša kgolo le tšwetšopele tše e lego tša bona ka go goruta le go ithuta, ka ge e thuša go rekhota leeto la mošomo wa bona. Thutelo ye e hweditše tshedimošo maitemogelong a go tšwa tebelelong ya bafahloši. Dikgopolo ka ga nyakišišo e bile tša go hwetša tshedimošo ka go kwešiša le go lemoga mabaka a bothata gomme thutelo ye e dirišitše sampolo ya bafahloši go tšwa institušeneng ye e ikemetšeng ya morago ga marematlou go la Johannesburg. Ditherišano tša motho ka botee di tšweleditše datha ye bohlokwa gomme merero e hlagišitšwe go tšwa datheng go fa karabo ya dipotšišo tša dinyakišišo tše di lebanego bohlokwa bja go dira photefolio ya go ruta. Dikgopolo tša bafahloši di file bohlatse bjo bo kwešišegago bja bohlokwa bja go dira photefolio ya go ruta, ka gobane e godišitše, botsebi, tsebo, mabokgoni tša bona le mokgwa wa go nagana wa maemo a godimo. Le ge go le bjalo, dikhwetšo di bontšhitše gore katlego ya photefolio ya go ruta e dutše e ithekgile go tutuetšo ya motho le ka moo tshepedišo e phethagaditšwego. Ditlhohlo dife goba dife tšeo di itemogetšwego di bile le go huetša tutuetšo, ka gorealo tša fokotša boleng bjo bo lebeletšwego bja photefolio ya go ruta. Thutelo ye e šišintše gore photefolio ya go ruta e ka fa tharollo go tše dingwe tša ditlhagišo tša bjale tša thuto kemong ya Afrika Borwa, gagolo malebana le tlhokego ya dintlhatsebo, dikgopolo le melaotshepetšo tšeo di rutwago le go ithuta ka tšona gammogo le go se be le maatla ga barutiši. / Psychology of Education / M. Ed. (Psychology of Education)

This study is a systematic, objective investigation of educator empowerment, where the researcher explores the perspective of ABET educators. This study is presented against the backdrop of striking a balance between the conventional curriculum and Curriculum 2005 (OBE) because they exhibit a variety of challenges, anomalies and imbalances which led to the Revised National Curriculum Statements which will be implemented in 2006. It is informed by the fact that educators, if empowered, form an integral and central feature of changes in educational centres, especially in teaching adult learners to be able to assist their school-leaving children so as to improve provincial matric results, for example. The researcher focused on educators of ABET in Limpopo Province as the unit of analysis in this study. Interactive, cooperative, peer teaching, dialogic meditation, group and team teaching, constructivism and human resource development, reflective and multi-level approaches, are discussed with a particular focus on educator empowerment, including in-service training programmes. The researcher regards ”church settings” (her term) as inappropriate for effective teaching as they reduce educators to preachers and learners to congregants. This occurred as a result of the failure to recognise the importance of educator-learner, learner-learner and educator-educator interaction in the past curriculum. The study argues that the approaches mentioned are appropriate for this study. Educator empowerment is a lived-in and continuous process, monitoring and evaluating of in-service training to ensure quality. It was therefore necessary to develop a research design that would make it possible to enable educators to implement the new curriculum. Qualitative research is based on an in-depth inquiry which captures an educator's personal perspectives and experiences. Focus groups and in-depth interviews, which exemplify qualitative methods, were seen to be the best research tools in gathering the data for this study. The respondents, were UNISA ABET certificate students, and also professional educators at formal schools. They showed zeal in improving the educational situation. Their responses led to the model which has been developed in the thesis, culminating in uplifting the teaching profession and handling its multi-level led dynamic in an interactive and cooperative manner and reflecting in their experiences so that purposes of the National Qualifications Framework can be attained. / Educational Studies / D.Ed. (Didactics)

The study focused on the challenges of teaching at-risk learners at secondary schools. A qualitative investigation based on interviewing and observation was conducted with sixteen teachers teaching at-risk learners. Findings revealed that pre-service teacher training does not prepare teachers adequately to teach learners at risk constructively. Findings also revealed that at-risk learners have no control over themselves due to lack of parental support as parents show no commitment and support for their children’s education. Interventions to counter challenges with teaching at-risk learners relate to applicable preservice teacher training to engage with at-risk learners constructively and continuous in-service teacher training as professional development to empower teachers to engage with at-risk learners appropriately. At-risk learners must value second-chance education opportunities with schools ensuring that a supportive school culture prevails. The study contributes to the discourse on effective teaching practices to support at-risk learners for acceptable academic attainment. / Educational Management and Leadership / M. Ed. (Education Management)

The role of school management on the qualitative provision of inclusive education in designated full-service schools in North West Province is vital for optimum accommodation of learner diversity in ordinary mainstream primary schools. The school management of designated primary schools are assigned with the task of ensuring that inclusive education policy and practices are adopted and implemented by all stakeholders as prescribed by policy in their respective schools. This dissertation sought to investigate at a micro perspective the impact of school managers as individual employees and their response to the new inclusive education system in their schools. The study also identifies factors that facilitate or hinder their role. A qualitative approach and the case study design were applied in this study. Five schools were purposefully selected and total of 40 participants were involved. The participants include five principals, five deputy principals, ten heads of departments (HoDs) and 20 members of the SBST. Data were collected by conducting individual interviews for principals and deputy principals and focus group interviews for HoDs and members of SBST. The findings reveal that the school managers, SBST and stakeholders like parents do not yet understand the reasons behind expansion of inclusive education in their schools. The study reveals that the school management are still finding it difficult to fulfil their role and responsibility. This is owing to numerous challenges emanating from inadequate support from district based support teams or departmental officials, pedagogical barriers, systemic barriers, insufficient staffing, lack of human resource development through trainings, infrastructure challenges, resistance to policy such as SIAS and lack of knowledge of assistive devices. Subsequent to that, literature review reveals that studies on implementing inclusive education in schools focus largely on the plight and role of teachers and that little attention was paid to the role of school management on the provision of inclusive education. To enhance the impact of school management on provision of inclusive education and to address prohibiting factors noted form the findings, the study recommends to the department an intensive and structured capacity building programmes for departmental officials, school management, curriculum specialists, senior managers with specific reference to inclusive teaching strategies, admission within protocol of SIAS policy, and curriculum differentiation using assistive devices. A proposed model to improve the impact of school management on the provision of inclusive education with specific reference to administer admission within SIAS protocol is presented. / Educational Management and Leadership / M. Ed. (Education Management)

The study sought to investigate the role of Heads of Departments (HoDs) in the teaching of mathematics in primary schools of the Eastern Cape Province in the OR Tambo Inland District using a qualitative approach and a case study design in particular. Data was collected using both semi-structured and focus group interviews with eight purposively selected heads of departments in the district in six schools. Data was analysed using Colaizzi’s method of data analysis from which three themes emerged. The first one was that the current performance management system interfered with the roles and responsibilities of the HoDs in schools in their daily activities and in the organisation of their work. Second, the barriers in achieving learners’ good performance in mathematics interfered with the HoDs’ responsibilities to achieve good learner performance in the subject. Third, a weak support system and inadequate resources interfered with the learners’ performance in the subject. The results here indicate that HoDs for mathematics experience various obstacles, which affect subject teachers’ implementation to yield positive results, ultimately leading to poor teaching and learning of the subject. These include the admission of learners without the necessary foundations in mathematics which was viewed as an obstacle to learner performance. The study further suggested that the HoDs of mathematics should be capacitated on use of teaching aids, management and administration to improve learner performance in the subject. / Educational Management and Leadership / M. Ed. (Education Management)

Abstract in English, Afrikaans and Sesotho / This work explores the continuous professional teacher development point system policy and the implications it has on the professional development of teachers. A qualitative study was undertaken in two secondary schools on the West Rand in Gauteng. Data was collected through document analysis, observations and semi-structured interviews. Results indicated that there is a mismatch between what is outlined in the policy and what the teachers are practising. It became evident that the majority of teachers in this study had limited knowledge of the policy although implementation of the policy began in 2014. It was concluded that the point system policy is not contributing effectively to the professional development of teachers in Gauteng. / Hierdie werk ondersoek die deurlopende professionele onderwyser-ontwikkelingspuntstelselbeleid en die implikasies daarvan op die professionele ontwikkeling van onderwysers. 'n Kwalitatiewe studie is onderneem in twee sekondêre skole aan die Wes-Rand in Gauteng. Data is ingesamel deur middel van dokument analise, waarnemings en semi-gestruktureerde onderhoude. Resultate het aangedui dat daar 'n wanverhouding bestaan tussen wat in die beleid uiteengesit word en wat die onderwysers praktiseer. Dit het duidelik geword dat die meerderheid onderwysers in hierdie studie beperkte kennis van die beleid gehad het, hoewel die implementering van die beleid in 2014 begin het. Daar is bevind dat die puntestelselbeleid nie effektief bydra tot die professionele ontwikkeling van onderwysers in Gauteng nie. / Mosebetsi ona o hlahloba ts'ebetso ea litsebi tsa ntswetsopele ea litsebi le liphehello tsa eona ho ntlafatso ea litsebi tsa matichere. Thuto e ntle e ile ea etsoa likolong tse peli tsa sekondari ho West Rand Gauteng. Lintlha li ile tsa bokelloa ka ho hlahloba litokomane, litlhaloso le lipuisano tse sa tšoaneng. Lipatlisiso li bontšitse hore ho na le phapang pakeng tsa se boletsoeng polelong le seo matichere a se etsang. Ho ile ha totobala hore matichere a mangata thutong ena a na le tsebo e fokolang ea leano le hoja ts'ebetsong ea pholisi e qalile ka 2014. Ho ile ha fihleloa qeto ea hore leano la tsamaiso ea motheo ha le tlatse ka katleho ho ntlafatso ea litsebi tsa matichere Gauteng. / Educational Management and Leadership / M. Ed. (Educational Leadership and Management)

Abstract in English and Nyanja / According to the Department of Education White Paper 6 of 2001, all learners have the right to learn at any school of their choice without being discriminated because of their barriers to learning. The aim of this study was to investigate teachers’ experiences in implementing inclusive education in primary schools in Johannesburg East district, Gauteng Province. The study sought to establish the teachers’ experiences in the implementation of inclusive education in primary schools. The researcher used qualitative method to conduct the study to get in-depth information on the teachers’ experiences in the implementation of inclusive education in primary schools. Five level 1 teachers and five Heads of Departments (HODs) were purposively sampled for the study in five different schools in the Johannesburg East district, Gauteng. Data were collected through in-depth interviews as this allowed participants to elaborate on their responses. Participants were also observed in their respective classrooms. Data was analysed to identify recurring themes. It emerged from the study that many teachers have not been adequately trained on implementing inclusive education in primary school classrooms; many schools do not have adequate resources and there is very little support from the relevant stakeholders. The study makes recommendations for the Department of Basic Education (DBE) to workshop teachers more often on inclusive education, to supply more resources in schools and for relevant stakeholders to support teachers at schools. / U ya nga ha Nḓivhadzamulayotibe ya Muhasho wa Pfunzo ya vhu 6 ya 2001, vhagudiswa vhoṱhe vha na pfanelo ya u guda kha tshikolo tshiṅwe na tshiṅwe tshine vha funa vha sa khethululwi nga nṱhani ha zwithivhela ngudo zwavho. Ndivho ya ngudo iyi ho vha u sengulusa tshenzhelo dza vhadededzi kha u shumisa pfunzonyangaredzi zwikolo zwa phuraimari kha tshiṱiriki tsha Vhubvaḓuvha ha Johannesburg, Vundu ḽa Gauteng. Muṱoḓisisi o shumisa ngona yo khwaḽithethivi u ita ṱhoḓisiso u itela u wana mafhungo a vhudzivha nga ha tshenzhelo dza vhadededzi kha tshumiso ya pfunzonyangaredzi kha zwikolo zwa phuraimari. Vhadededzi vhaṱanu vha ḽevele 1 na ṱhoho dza muhasho (dzi HOD) ṱhanu vho nanguludzwa u ya nga vhukoni u itela ngudo kha zwikolo zwiṱanu zwo fhambanaho kha tshiṱiriki tsha Vhubvaḓuvha ha Johannesburg, Gauteng. Data yo kuvhanganyiwa nga kha inthaviwu dzo ṱanḓavhuwaho, saizwi zwi tshi tendela vhadzheneleli u ṱanḓavhudza phindulo dzavho. Vhadzheneleli vho lavheleswa hafhu kiḽasini dzavho dzo fhambanaho. Data yo saukanywa u itela u vhona thero dzi dovhololaho. Ho wanala u bva kha ngudo uri vhunzhi ha vhadededzi a vho ngo gudiswa zwavhuḓi kha kushumisele kwa pfunzonyangaredzi kiḽasini dza tshikolo tsha phuraimari; vhunzhi ha zwikolo a zwi na zwishumiswa zwo linganaho, nahone hu na thikhedzo ṱhukhu u bva kha vhadzhiamukovhe vho teaho. Ngudo dzo themendela Muhasho wa Pfunzo ya Mutheo (DBE) uri u pfumbudze vhadededzi tshifhinga tshoṱhe kha pfunzonyangaredzi, u ṋekedza zwishumiswa zwinzhi na u wana thikhedzo u bva kha vhadededzi na vhadzhiamukovhe vho teaho. / Inclusive Education / M. Ed. (Inclusive Education)

Abstracts in English, Zulu and Setswana / This study investigated the feasibility of using WhatsApp Messenger as a tool to enhance the professional identity and inquiry-based pedagogy through the professional development of university chemistry teachers. The epistemological interpretive paradigm was used to guide the study. The study assumed a naturalistic, exploratory investigation. The qualitative research methodology was used to conduct the study. Nine university teachers were purposively sampled from three universities (three teachers from each university) for the study. Data were collected through semi-structured interviews, participant observations, and focus group discussions. Data analysis was completed using the thematic networks analysis. Ethics considerations were observed by not disclosing personal information of the participants or information about the universities where they represented. This study was guided by four theoretical underpinnings: the connectivism theory, the transformative learning theory, the expectancy-value theory, and the dual systems theory. The primary research question guiding this study was: How does the professional identity of university chemistry teachers develop as they learn IBP through WhatsApp Messenger? A two-pronged approach was used in the research: (1) comparing the professional identity of the teachers before and after the course, and (2) observing and describing the professional identity process as the teachers undertook the course. The results from the interviews conducted before the teachers undertook the WhatsApp Messenger-based IBP course showed that most teachers had a negative professional identity. They had become teachers for a variety of reasons, but they did not consider themselves teachers and believed they would leave university teaching if opportunities arose in the industry. They had no formal qualifications in pedagogy, and they did not believe that such knowledge was necessary. The majority of these teachers used teacher-centred approaches. Results from participant observations during the WhatsApp Messenger-based IBP course showed that the course slowly imparted to the teachers the norms associated with not only IBP, but other teaching approaches as well. WhatsApp Messenger provided a flexible online platform where the teachers interacted and exchanged ideas without the need to meet in a physical space. The results from the interviews conducted after the teachers participated in the WhatsApp Messenger-based IBP course showed that the participants' professional identity had changed positively. They now recognised the importance of pedagogy in teaching, they positively identified with the teaching profession, and some were considering acquiring formal qualifications in pedagogy. / Lolu cwaningo beluphenya ithuba lokusetshenziswa kwangempela kwe-WhatsApp Messenger njengethuluzi lokuqinisa isithombe sesisebenzi kanye nohlelo lokufundisa olwencike phezu kophenyo lothisha besifundo seKhemistri (chemistry) enyuvesi, ngohlelo lokuthuthukisa abasebenzi. Uhlelo lwepharadayimu echazayo ye-ephistemoloji lwasetshenziswa ukuhlahla indlela yesifundo, okuyindlela enqume ukulandela indlela yemvelo, ephenyayo. Umethodoloji wocwaningo olwencike kuKhwalithi (Qualitative) lusetshenzisiwe ukwenza ucwaningo, ndawonye nothisha basemanyuvesi ayisishiyagalolunye abakhethwe ngenhloso kumanyuvesi amathathu (abathathu kwinyuvesi eyodwa). Idatha yaqoqwa ngokusebenzisa izinhlolovo ezimbaxambili (semi-structured interviews), ngokubheka izenzo zomdlalindima (participant observation) kanye nezingxoxo zeqembu eliqondiwe (focus group discussions), kanti ukuhlaziywa kwedatha kwenziwa kwaqedwa ngokusebenzisa uhlelo lokuhlaziya oluwuthungelelwano lwendikimba (thematic network analysis). Kubonakele ukulandelwa komgomo wokuziphatha ngokungadaluli ulwazi lomuntu ongumdlalindima noma ulwazi olumayelana namanyuvesi ababewameleyo. Ucwaningo beluholwa yizinhlaka ezine zethiyori: i-connectivism theory, i-transformative learning theory, i-expectancy-value theory kanye nama-dual systems theory. Umbuzo wokuqala wezocwaningo ohola ucwaningo bewuthi: Ngabe isithombe sobizo lobuthishela wekhemistri enyuvesi sithuthukiswa kanjani ngesikhathi befunda uhlelo lwemfundo eyencike ekuphenyeni (inquiry-based pedagogy (IBP) ngokusebenzisa i-WhatsApp Messenger? Indlela embaxambili iye yasetshenziswa: 1) ukuqhathanisa isithombe sobizo lobuthishela ngaphambi nangemuva kwesifundo,, kanye no-2) baqhathanisa isithombe sobizo lobuthishela sothisha ngaphambi nangemuva kwesifundo, kanye no 2) babheke futhi bachaza uhlelo lwezimpawu zokwakha isithombe sobizo lobuthishela njengoba othisha baye badlala indima kulesi sifundo. Imiphumela evela kwizinhlolovo ezenziwe ngaphambi kokuba othisha bahambele isifundo se-WhatsApp Messenger-based IBP, ikhombise ukuthi iningi lothisha libe nesithombe sobizo esibi. Baye bafundela ubuthishela ngezizathu ezahlukahlukile, kodwa abakaze bazibona bangothisha futhi baye bacabanga ukuyeka inyuvesi uma ngabe kuvela amathuba kwimboni. Abakaze babe neziqu zokufundisa, kanti abazange bakholwe ukuthi ulwazi olunjalo kwakunesidingo sokuba nalo, kanti iningi lothisha lwalandela indlela izindlela ezencike kuthisha. Imiphumela evela ekubukeni izenzo zothisha ngesikhathi sesifundo se-IBP ikhombise ukuthi isifundo kancane kancane sinikeze othisha izimfundiso ezithile, kanti futhi nezinye izindlela zokufundisa. Uhlelo lwe-WhatsApp Messenger lunikeze inkundla ye- inthanethi engenamngcele lapho othisha bebahlangana futhi baphakelane ngemibono nhlangothi zombili ngaphandle kwesidingo sokuhlangana endaweni ephathekayo. Ngemuva kwesifundo se-IBP abadlalindima baye babika ukuthi babone izithombe zobizo lwabo zizinhle kakhulu. Manje sebeyakwazi ukubaluleka kwendlela yephedagogi ekufundiseni, bazibona behambisane kahle kakhulu nobizo lobuthishela. Kanti abanye baze bacabanga ukuthola ezinye iziqu ezisemthethweni zobizo lobuthisha. / Thuto e, e dirile dipatlisiso tsa kgonagalo tsa go dirisa WhattsApp Messenger jaaka sediriso sa go tlotlomatsa tlhaolo ya borutegi le potsiso theo ya thuto ya sekolo ya barutabana ba Yunibesithi ba thuto ya khemise, ka tlhabololo ya borutegi. Go dirisitswe pharataeme ya phetolo ya episitemoloji go kaela thuto e e tsaletseng botlhagiso jwa tlhago le tlhotlhomiso. Thutatsela ya patlisiso e e boleng e ne ya dirisiwa go tsamaisa thuto, le barutabana ba ba robongwe ba diyunibesithi tse di neng di na le maikemisetso a bosupi go tswa mo diyunibesithi tse tharo (ba bararo go tswa mo go nngwe le nngwe ya tsona). Didatha di ne di kgobokantswe ka seka-popego sa dipuisano, kelotlhokomelo ya batsayakarolo le tsepamiso ya setlhopha sa dipuisano, fa tshekatsheko ya datha e feditswe ka go dirisa tshekatsheko ya kgokagano ya thitokgang. Kelotlhoko ya maitshwaro e ne e na le tlhokomelo ka go se senole tshedimosetso ya batsayakarolo kgotsa tshedimosetso ka diyunibesthi tse e leng baemedi ba tsona. Thuto e ne e kaelwa ke metheo e mene ya tiori: tiori ya kopano, tiori ya phetogo ya thuto, tiori ya boleng jo bo solofetsweng le tiori ya thulaganyo. Potso e kgolo ya patlisiso e e kaelang thuto e ne e le: tlhaolo ya borutegi e gola jaang mo barutabaneng ba yunibesithi ba thuto ya Khemise fa ba ithuta thuto ka theo-potsiso ya petakoji (IBP) ka WhatsApp Messenger? Go thapilwe tlhagiso e e tlhagelelang gabedi 1) go farologanya tlhaolo ya barutabana pele le morago ga khoso le 2) go ela tlhoko le go tlhalosa tshedimosetso ya tlhaolo ya borutegi jaaka barutabana ba batsayakarolo mo khosong. Dipholo tsa tsamaiso ya potsotherisano e e neng e le teng pele ga go tsena khoso ya WhatsApp Messenger-based IBP, di bontsha gore ba bantsi ba na le tlhaolo ya borutegi jo bo sa siamang. Ba ne ba nna barutabana ka mabaka a a rileng a a sa tshwaneng fela ba sa ipone sentle jaaka barutabana, ka megopolo ya go tlogela Yunibesithi fa ditšhono tsa intasetari di tlhagelela. Ba ne ba sena boatlhodi jwa semmuso ba petakoji, mme ba ne ba sa dumele gore kitso e jaana e a tlhokagala, ka bone bontsi bo ne bo tsaletswe ditlhagiso tsa go tsepama mo borutabaneng. Dipholo tsa kelotlhoko ya batsayakarolo mo nakong ya khoso ya IBP di bontsha gore khoso e e neetse barutabana ditlwaelo tse di rileng tse di sa tsamaisaneng fela le IBP gape le ditlhagiso tse dingwe tsa borutabana. WhatsApp Messenger e kgona go abelana mo polatefomong e e bonolo ya inthanete mo barutabaneng ba ba tlhaeletsanang le go abelana dikakanyo kwa ntle ga tlhokego ya go kopana mo lefelong ka sebele. Morago ga khoso ya IBP batsayakarolo ba begile gore ba leba ditlhaolo tsa bone tsa borutegi ka letshwao la koketso. Jaanong ba lemogile botlhokwa jwa petakoji mo go ruteng, se se tlhagisiwa ka letshwao la koketso mo boruteging jwa go ruta, ba bangwe ba ntse ba akanya go nna le boatlhodi jwa semmuso ka mo petakoji. / Curriculum and Instructional Studies / D. Phil. (Curriculum Studies)

Summaries in English, Zulu, Venda and Ndebele / The objective of this study was to investigate the use of Information and Communication Technology (ICT) in the teaching and learning of learners experiencing barriers to learning in ordinary primary school classrooms in Ekurhuleni North district in Gauteng Province. The study sought to establish the role and use of ICT and how it enhances teaching and learning of learners experiencing barriers to learning. Data were collected using in-depth interviews and non-participant observation and this allowed the researcher to ask open-ended questions and also to observe participants using ICT. Six teachers from three primary schools in Ekurhuleni North district were used and purposive sampling was used to select these participants. Thematic content analysis was used to analyse data. The study revealed that ICT increases learners’ motivation and concentration span, helps learners to participate effectively, assists in the grasping of concepts and minimises barriers to learning. The study recommends that teachers should be trained on the use of ICT and it should also be incorporated as an important pedagogical method to facilitate teaching and learning of learners experiencing barriers to learning. / Inhloso yalolu cwaningo ukuphenya ukusetshenziswa kobuchwepheshe bezolwazi kanye nezokuxhumana (ICT) ohlelweni lokufunda nokufundisa abafundi abahlangabezana nezihibhe zokufunda emagunjini okufundela sikoleni esejwayelekile sebanga eliphansi esifundeni sase-Ekurhuleni North district in Gauteng Province. Ucwaningo lufuna ukuthola indima kanye nokusetshenziswa kobuchwepheshe be-ICT kanye nokuthi lokhu kuluqinisa kanjani uhlelo lokufunda nokufundisa kubafundi abahlangabezana nezihibhe zokufunda. Idatha yaqoqwa ngokusebenzisa izinhlolovo ezijulile kanye nokubukisisa izenzo zabadlalindima, okuyinto evumele umcwaningi ukuba abuze imibuzo evulekile futhi abukisise nendlela abadlalindima abasebenzisa ngayo ubuchwepheshe be-ICT. Uhlelo lwesampuli enenhloso (Purposive sampling) yasetshenziswa ukukhetha othisha ababengabadlalindima, abayisithupha abaphuma kwizikole ezintathu zamabanga aphansi esifundeni sase-Ekurhuleni North district. Uhlelo lokuhlaziya indikimba (Thematic content analysis) lwasetshenziswa ukuhlaziya idatha. Ucwaningo luye lwaveza ukuthi ubuchwepheshe be-ICT lwengeze ugqozi kanye nokugxila komqondo wabafundi esifundweni, ukubasiza ukuba bazibandakanye ngempumelelo, basize ekubambeni ngengqondo amagama futhi banciphise izihibhe zokufunda. Ucwaningo luncoma ukuthi othisha baqeqeshelwe amakhono okusebenzisa ubuchwepheshe be-ICT, okuyiyona ndlela engathathwa njengesemqoka ohlelweni lokufundisa nokufunda kwabafundi abahlangabezana nezihibhe zokufunda. / Tshipikwa tsha ngudo iyi ho vha u todisisa u shumiswa ha thekhinolodzhi ya mafhungo na vhudavhidzani (ICT) kha u funza na u gudisa vhagudiswa vhane vha tshenzhela zwithivheli zwa ngudo kha kilasirumu dzo doweleaho dza zwikolo zwa phuraimari ngei vhubvaduvha ha tshitiriki tsha Ekurhuleni Vunduni la Gauteng. Thodisiso yo toda u bveledza mishumo na u shumiswa ha ICT na uri zwo khwinisa hani u guda na u funzwa ha vhagudiswa vhane vha tshenzhela zwithivheli zwa u ngudo. Data yo kuvhanganyiwa nga kha inthaviwu dzo tandavhuwaho, saizwi zwi tshi tendela vhadzheneleli u tandavhudza phindulo dzavho na u sedza hu si na u dzhenelela, u tendela mutodisisi u vhudzisa mbudziso dzine wa ṋetshedza phindulo wo vhofholowa na u sedza vhadzheneleli hu tshi khou shumiswa ICT. Ho shumiswa tsumbonanguludzwa dzo sedzaho kha vhukoni u nanga vhadededzi vha rathi u bva kha zwikolo zwiraru zwa phuraimari Vhubvaduvha ha tshitiriki tsha Ekurhuleni sa vhadzheneleli. Ho shumiswa ngona ine ya fulufhelwa ya u saukanya data. Thodisiso yo wanulusa uri ICT i engedza thuthuwedzo ya vhagudiswa na u futelela, na u vha thusa u dzhenelela nga mafulufulu, u vha thusa kha u fara mitalukanyo na u fhungudza zwithivheli kha u guda. Ngudo yo themendela uri vhadededzi vha gudiswe u shumisa ICT, ine ya nga tanganyiswa sa ngona ya ndeme ya pfunzo u konisa u guda na u funzwa ha vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda. / Umnqopho werhubhululweli kuphenya ukusetjenziswa kwethekinoloji yezelwazi kanye nezokuthintana ekufundiseni nekufundeni kwabafundi abahlangabezana neenqabo ekufundeni esikolweni nje esijayelekileko ngeenkumbeni zesikolo sebanga eliphasi endaweni ye-Ekurhuleni North district esifundeni se-Gauteng Province. Irhubhululo lifuna ukwazi indima ye-ICT kanye nokusetjenziswa kwe-ICT nangendlela ithekinoloji iqinisa ngayo ihlelo lokufunda nokufundisa abafundi abahlangabezana neenqabo zokufunda. Idatha ibuthelelwe ngokusebenzisa iinhlolombono ezidephileko kanye nokuqalisisa izenzo zabadlalindima, okuyinto evumele umrhubhululi ukobana abuze imibuzo evulekileko kanye nokuqalisisa abadlalindima abasebenzisa i-ICT. Ihlelo lesampula eneHloso (Purposive sampling) lisetjenzisiwe ukukhetha abotitjhere abasithandathu, bakhethwa eenkolweni ezintathu zamabanga aphasi esiphandeni se-Ekurhuleni North district njengabadlalindima. Ihlelo lokutsenga uMnyombo (Thematic content analysis) lisetjenzisiwe ukuhlathulula idatha. Irhubhululo liveze ukuthi i-ICT ingezelela ummoya wokukhuthazeka kanye nommoya wokuqalisisa ngokomkhumbulo, kubasiza ukobana badlale indima ngepumelelo, basize ekubambeni amagama begodu baphungule iinqabo zokufunda. Irhubhululo lincoma bona abotitjhere babandulwe ekusebenziseni i-ICT, okulihlelo begodu elifanele lithathwe njengendlela eqakathekileko lokufundisa ukusiza ukufundisa nokufunda kwabafundi abahlangabezana neenqabo zokufunda. / Inclusive Education / M. Ed. (Inclusive Education)